Tag Archives: Cognitive approach

Article Author:Michael Owusu Tabiri

This research work seeks to assess how computing, through teleconferencing could be used to contribute to the effectiveness of language teaching/learning in Africa, in general, and in Ghanaian universities, in particular through socio-cognitive and communicative language teaching approaches, explorative and investigative research. The study addresses the impact of French language on teaching/learning of English via teleconferencing teaching and learning in English. Language transfer has always occurred face-to- face delivery of teaching and learning but this research seeks to emphasise the results of learners’ performance through technology in didactics known as teleconferencing teaching and learning with the particular emphasis on errors committed.The study applies cognitive and socio-cognitive approaches to teaching/learning of languages via teleconferencing as well as using contrastive analysis to analyse common errors Francophone learners commit in English language (L3). It was discovered that the errors committed were due to language incompetence or perception blind spot or due to their background as francophone learners who have English language as L3, as well as overgeneralisation and wrong application of English structures. The paper stresses that language transfer or negative transfer either face-to-face teaching/learning or teleconferencing is concomitant of human existence, particularly in language teaching and learning.

Article Author:Ahlam Ahmed Othman

The translation of metaphor has always been a challenge to the translators of literary works. Two seemingly opposing concepts were introduced by Venuti to describe the choices translators of literature make: Domestication which is often equated with reader-orientedness and Foreignization which means staying close to the source text. In their translation Sahar Khalifa’s Assabbar, however, Trevor LeGassick and Elizabeth Fernea have aptly chosen different Domestication and Foreignization strategies: Exact Translation, Substitution, Deletion and Explication while retaining the Original Metaphor. Thus, they could render a natural translation while preserving the culture of the original text. 31 out of 74 metaphors of fighting in Assabbar are rendered an Exact Translation which proves that this metaphor has similar mapping conditions in both the English and Arabic cultures. It also proves that the translators have opted for Strong Domestication to evoke in the TL reader the same feelings the SL reader receives from the original text; namely, the persistence of Palestinian Resistance despite the martyrdom of its icons.

Learning is one of the complicated behaviors of the human being. Advent of modern challenges and demands caused many approaches in terms of understanding the nature of learning and its process by which it is supposed to enhance human’s learning capacity and improve it. For first time, cognitive psychology seriously deals with how the human mind shapes and controls learning. Although it was great development on the way of understanding the nature of learning, cognitive psychologists were criticized by other approaches that this caused mush evolution in cognitivism. On the other hand by the rapid growth of technology our understanding of brain has increased, therefore we know its functions and structures even while working. Neuroscience and its implications to educational domain have been increasing time to time, as if they are about to joint together. Meanwhile, Brain-based researchers can confirm many learning theories that introduced during the educational great efforts of cognitive and non-cognitive approaches. This paper argues in favor of application of those approaches to second or foreign language classrooms utilizing as guarantee some of the main perception from brain-based learning theories